(CTOPP-2) Comprehensive Test of Phonological Processing - 2nd Edition

Purpose

-is to identify individuals at risk for reading difficulties such as dyslexia (making it a valuable tool for early intervention)

-Highlights strengths and weaknesses of the clientele in terms of phonological processing and awareness

History

-was published in 1999 in order to meet the needs of those with phonological disabilities or reading difficulties

-However, this most recent edition (CTOPP - 2) was published in 2013

age range

-for age 4 years to 24 years,11 months (which makes it a key tool for most settings including schools, clinics and research settings)

-There is 1 official record booklet for 4-6 years of age

There is 1 official record booklet for 7 to 24 years of age

testing time

approximately 30 minutes

Consists of the subtests divided into 3 main skills of phonological processes

Phonological awareness (PA)

Phonological memory (PM)

Rapid Symbolic Naming (RSN) / Rapid Non-Symbolic Naming (RNN)

-(RNN subtests designed for children 4-6 years old with less mature literacy skills)

Phonological Awareness Subtests

Elision: measures the ability to remove phonological segments from spoken words to form other words

Blending Words: measures the ability to synthesize sounds to form words

Sound Matching: measures the ability to select words with the same initial and final sounds

Phoneme Isolation: measures the ability to isolate individual sounds within words

Blending Nonwords: measures the ability to synthesize sounds to form nonwords

Segmenting Nonwords: measures the ability to segment non words into phonemes

Phonological Memory Subtests

Memory for Digits: measures the ability to repeat numbers accurately

Nonword Repetition: measures the ability to repeat nonwords accurately

Rapid Symbolic Naming Subtests

Rapid Digit Naming: measures the ability to rapidly name digits

Rapid Letter Naming: measures the ability to rapidly name letters

Rapid Non-Symbolic Naming Subtests

Rapid Color Naming: measures the ability to rapidly name colors

Rapid Object Naming: measures the ability to rapidly name objects

When working with bilingual clients, what factors would you consider when administering the CTOPP 2 results in terms of language proficiency and exposure?

There could be different cultural factors that may influence their results so it is important to understand the differences from their L1 and L2

How do you keep up to date with research on phonological processing in terms of how to administer and assess a child's CTOPP 2 results?

ASHA, journals, organizations, continuing education courses, collaboration of peers, case studies

How would you explain the results of CTOPP 2 to parents/ caregivers in a way that is knowledgeable yet decipherable for them?

Brief overview of test

Explain main results and what they mean

Discuss scores in ways they understand (severe, mild)

Discuss next steps

Offer support/answer questions

Not asking clients to read anything, why?

Phonological awareness supports their reading skills

It is the strongest predictor of reading skills

Do you think we can use the norm for someone who does not speak only English?

No, because the client speaks different languages, and their score might impact their results because of a language difference

Might just want to use raw score and not compare to norm/scale scores

This test uses CD player, why?

Because it needs to be the same every time, standardized

Important for timing/pace

-accents by clinician might impact results

This test uses stopwatch for timing, can a clinician use a phone instead?

No, phones are distracting to client and clinician

Clinic iPad is fine if it is on silent

Grading is 1 = correct 0 = incorrect. True/False

True, gives you good information but should not be the only test administered